Information feedback is widely believed to play an important role in cognitive processes such as monitoring and self-regulation. It has been linked to enhanced motivation and increased performance. Assisted by feedback, students confirm or change knowledge and modify cognitive processes for better performance. This study investigated self-selected information feedback provided by a computerized grade-tracking system used in a rural, central Pennsylvania junior high school. The effect of student use, parent use, and teacher use of the system on student academic achievement and motivation was examined. Findings support the assertion that motivated individuals sought out feedback in such a system and, in turn, performed better academically. In addition to exploring positive system effects associated with academic achievement motivation and student performance, implications for beneficial communication among parents, children, and teachers are discussed. (Contains 25 references.) (Author/MES)